St Marys Church of England Nursery

What is it like to attend this early years setting?

Children are welcomed by kind and attentive staff, who are genuinely pleased to see them. A settling-in process, along with established partnerships with parents, mean staff know the children well before they attend. Therefore, even new children to the nursery demonstrate that they are settled and excited to attend. Children quickly engage with the activities provided. The curriculum is planned to support children for a smooth transition to school. Planned adult-led activities build on what children already know and their interests, along with seasonal themes, such as autumn. In addition, the nursery principles, such as being kind, part of a community, curious and a confident talker, underpin the intentions for learning. An inclusive environment and a variety of resources that are easily accessible on open shelving, help children self-select and support their own ideas. The curriculum provides many worthwhile experiences to enable all children to make good progress.

Children establish close and trusting bonds with their key person. For example, they seek them out when they need reassurance or a cuddle and confidently approach staff when they need help. The staff are nurturing and reassuring role models, and offer children praise for their efforts. Children understand the rules and expectations of the nursery and play well together, showing kindness and concern for their friends. Therefore, children's behaviour is good.

What does the early years setting do well and what does it need to do better?

• The management and staff have worked hard since the last inspection to implement the required changes. They have positively engaged with local authority advisers, and completed some appropriate training to enhance their knowledge and understanding of how children learn, to improve outcomes for children.
• Children are provided with a broad, flexible curriculum that supports children's interests. For example, children decide they need a home for dinosaurs. They show sustained concentration as they design and work together. They paint and decorate boxes, skilfully supported by staff. They decide dinosaurs need bridges and places to hide, and problem solve as to how this is to be achieved. They receive lots of skilful encouragement. Children persevere and are thrilled with the praise they receive for their efforts.
• Children relish opportunities to run at speed, developing physical skills as they play in the garden. They play well in small groups as they scoop water from the water tray. They show fascination in sea creatures they find among the bubbles. They talk about the sharks, octopus and squids. Children discuss simple mathematics as they play, for example they spontaneously count their collection of squids and talk about how many are left when they put some back in the water.
• Children have a variety of opportunities to express their creativity. They engage in shared large-model art as they paint boxes. They mix paints and make predictions as to what colour they make. They discuss shapes, size and textures and some enjoy the sensory feel of paint on their hands.
• Children show interest at group story time. They listen carefully to rhyming words, such as 'round' and 'ground', as staff describe conkers and encourage children to predict what is in the bag. Younger children eagerly interact with group singing and learn new words to songs. However, on occasions staff do not encourage further discussion or give children time to process information and respond.
• Parents speak positively about all aspects of the nursery. They comment that the staff are welcoming, friendly and nurturing. They discuss their child's eagerness to attend and the progress they make. They say they are assured their children are in safe hands.
• A good settling-in process ensures staff know the children well. They have a good understanding of child development and where children are in their progress when they first attend. However, while there are some systems in place to communicate daily and share some information with parents, there are fewer opportunities to discuss ongoing progress, so as to support children's learning at home.
• The kind and attentive staff say they feel motivated, valued and that their welfare is considered. Staff welcome the support now in place, such as regular supervisions and training opportunities available. However, a culture of evaluation and mutual support is not yet securely embedded to ensure continuous improvement.

What the setting must and should do next

The provider should:

• improve staff's knowledge and understanding further of how to consistently promote children's speech and language development
• continue to strengthen partnerships with parents to routinely share information about their child's progress and help them extend and support children's learning at home
• continue to strengthen a culture of mutual support and teamwork to ensure ongoing continuous improvement.